STUDY HABITS AND TEST ANXIETY AS CORRELATES OF SENIOR SECONDARY SCHOOL STUDENTS’ ACADEMIC PERFORMANCE IN MATHEMATICS IN KOGI STATE, NIGERIA

Abstract

This study evaluated how study habits and test anxiety affect Kogi senior secondary school Mathematics Performance. Two objectives, research questions, and two null hypotheses guided the investigation. The researcher used correlational research. The research was done in Kogi. The study included 12703 senior secondary school two (SS II) mathematics students from 43 public secondary schools in Kogi State. The study included 366 SS II Mathematics students. Data was collected with three research devices. Mathematics Study Habits Questionnaire,(MTA Q), and (M A P T). The instruments were face and content validated by three experts. 30 copies of the instruments were administered to SS2 mathematics students in Ankpa Education Zone, which is not part of the study but has similar features. This was done to ensure dependability. The MAPT, MSHQ, and MTAQ scores were recorded and tested for reliability using Kuder Richardson (K-20) and Cronbach-Alpha. The dependability indexes were 0.75, 0.83, and 0.87. Students received the instruments using Direct Delivery Technique. This ensured maximal instrument returns and close monitoring. Data was analyzed for research topics and hypotheses. Analysis of research questions 1–5 included descriptive statistics including mean, standard deviation, and Pearson's Product Moment Correlation. Downie and Heath define high correlation as 0.80 or higher, moderate correlation as 0.30–0.80, and low correlation as 0.30 or lower. Hypotheses 1–5 were investigated by Regression Analysis. A probability level greater than 0.05 does not reject the null hypothesis, whereas a probability value less than 0.05 does. The study and others found that study habits and test anxiety greatly affect mathematics performance. All factors of study habits and exam anxiety predict mathematics performance. According to the study, study habits and test anxiety are significant factors in determining students' academic performance in mathematics. Students should be taught to understand their uniqueness so they can develop learning lifestyles or study habits that may lead to academic performance.